The Importance of Following Legal Requirements: Factors That Lead to Parent Satisfaction with the Individualized Education Program Meeting Process

Autor/inn/en	Gershwin, Tracy; McKittrick, Lanya; Kilpatrick, Amy
Titel	The Importance of Following Legal Requirements: Factors That Lead to Parent Satisfaction with the Individualized Education Program Meeting Process
Quelle	In: Journal of Educational and Psychological Consultation, 33 (2023) 4, S.369-392 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gershwin, Tracy) ORCID (McKittrick, Lanya) ORCID (Kilpatrick, Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2022.2145290
Schlagwörter	Parents; Students with Disabilities; Individualized Education Programs; Meetings; Satisfaction; Compliance (Legal); Experience; Equal Education; Parent School Relationship + Suchen Sie Ihr Suchwort? Eltern; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Meeting; Tagung; Zufriedenheit; Erfahrung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	The individualized education program (IEP) is often referred to as the most important plan designed to provide students with disabilities a free and appropriate public education that requires families and professionals to collaborate for student success. Using qualitative methodology, we examined four focus groups of 43 parents of students with disabilities about their experiences with the IEP meeting process, including suggestions for improvement. Findings revealed parental satisfaction was mostly associated with practices that fell within the legal requirements of the Individuals with Disabilities Education Act (IDEA). Key practices that lead to parent satisfaction included: (a) conveying a strengths-based perspective about the student, (b) utilizing meeting strategies, (c) working together as a team, (d) bringing outside support to the meeting, (e) learning about the IEP process ahead of time, and (f) having a supportive educator available to advocate for the student. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01